Math Ed Podcast

Andrew Izsák from the University of Georgia and Jonathan Templin from the University of Kansas discuss their forthcoming edited volume on psychometric models in mathematics education and also their chapter entitled, "Coordinating conceptualizations of mathematical knowledge with psychometric models." The book will be published this fall by the National Council of Teachers of Mathematics.

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Scalar Learning podcast (see Episode 66)

Greg Larnell from the University of Illinois at Chicago discusses his article, "More than just skill: Mathematics identities, racialized narratives, and remediation among black undergraduates" (free PDF available), published in the Journal for Research in Mathematics Education, Volume 47.

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Sandy Fillebrown from Saint Joseph's University discusses the article, "Courses on the beauty of mathematics: Our version of general educatino mathematics courses," published in PRIMUS and written by Agnes Rash and Sandy.

Erin Turner from the University of Arizona discusses the article, "Learning to leverage children's multiple mathematical knowledge bases in mathematics instruction," to be published in the Journal of Urban Mathematics Education. Co-authors: Foote, Stoehr, Roth McDuffie, Aguirre, Bartell, Drake

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Tom Carpenter, emeritus professor from the University of Wisconsin and NCTM Lifetime Achievement Award winner, discusses his career in mathematics education.

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Brent Davis from the University of Calgary delivers his plenary, "How research into second-language learning might be useful for improving mathematics teaching practice," at the 2016 NCTM Research Conference, San Francisco, CA.

Thanks to NCTM and to Raymond Johnson for helping make this episode possible.

Rochelle Gutiérrez from the University of Illinois at Urbana-Champaign discusses her scholarly career in mathematics education.

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Raymond Johnson from the University of Colorado and the Colorado Department of Education discusses the article, "Teachers, tasks, and tensions: Lessons from a research-practice partnership," published in the Journal of Mathematics Teacher Education. (Co-authors: Severance, Penuel, Leary) Open access preprint available through CU

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Allison Hintz from the University of Washington at Bothell and Kersti Tyson from the University of New Mexico discuss their article, "Complex listening: Supporting students to listen as mathematical sense-makers," published in Mathematical Thinking and Learning, Volume 17.

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Charles Hohensee from the University of Delaware discusses his article, "Teachers' awareness of the relationship between prior knowledge and new learning," published in the Journal for Research in Mathematics Education, Volume 47.

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